Question 1: How to develop children’s imagination and creativity? Children's imagination and creativity cannot be stifled, they can only be buried. In fact, creation is a habit, not an ability, just like riding a bicycle. Everyone can create, but whether the environment allows people to create determines whether people's creative abilities can be brought into play and exercised in the end.

If you want your children to maintain their rich imagination and creativity, as long as they form the habit of thinking and innovation at the beginning, you don’t have to worry too much in the future.

There are many activities to improve imagination and creativity. When children are young (3-5 years old), they can learn some projects that expand their thinking. Projects that can improve cognition and detail resolution are better; When you are a little older (5-7 years old), it is better to learn something that you can design and make by yourself; when you are older (6-10 years old), it is better to learn something that is close to practical problems and broadens your horizons; older When children are older than 10 years old (over 10 years old), it is mainly necessary to cultivate children's good worldview and values. At this time, the exercise of systematic thinking is more important.

Question 2: How to develop the imagination of children in early childhood. Curiosity is the starting point of imagination. Only with a desire for knowledge about the world can it be possible to spread the wings of imagination. Therefore, mothers must be patient with every question asked by their babies, and while helping them find the answers, lead them to explore and imagine.

Question 3: How to develop children’s abilities, such as imagination, observation, etc.? The training of thinking ability is a purposeful, planned and systematic educational activity. Its role cannot be underestimated. Human nature has an influence on thinking ability, but acquired education and training have a greater and deeper impact on thinking ability. Many research results show that the acquired environment can create a new person to a great extent.

The main purpose of thinking ability training is to improve the quality of thinking and enhance students' thinking ability. As long as the quality of thinking can be grasped in actual training and

efforts are made, you can successfully

Keep at it. Thought is not a mysterious thing. Although it cannot be seen or touched, it comes and goes without a trace, but it is real, universal with characteristics and qualities.

(1)

Training method

When you see, hear or come into contact with a thing or thing, you should try your best to give them New properties, getting rid of the constraints of old methods, using new ideas, new methods, and new conclusions to reflect originality. If students are trained according to this idea, they can often receive

result.

(2) Aggregation abstraction training method

"Aggregation" of all perceived objects according to certain standards, showing their uniqueness and essence, which can enhance Student

activities. This training method must first form an understanding of the overall outline of the perceptual material, and discover very prominent features from the sense; secondly, analyze the perceptual problems

to form several analysis groups, and then abstract Essential characteristics; thirdly, it is necessary to provide a general description of the abstract essence of things, and finally form a rational result with guiding significance.

(3) Step-by-step training method

This training method is very good for students' thinking

and can enhance the leader's analytical thinking ability and

can ensure that the leader thinks carefully about a certain idea in advance and deduce the result in the form of

.

(4) Doubtful questioning training method

This training method is to dare and be good at or put forward questions about things or things that have been considered correct in the past or a certain fixed thinking mode. New ideas and new suggestions, and the ability to use various evidence to prove the correctness of new conclusions. It also marks the level of a student

.

The training method is: first, whenever you observe a thing or phenomenon, whether it is the first time or multiple contacts, you must ask "

" and develop a habit; secondly, whenever you encounter a work When looking at a problem, try your best to seek the regularity of your own movement, or observe the same problem from different angles and directions to avoid being confused by perceptual illusions.

(5)

Training method

This training method is an organized group, with the help of thinking, everyone communicates with each other and concentrates the collective wisdom of many people. Broadly absorb useful opinions to improve thinking ability. This method is conducive to the formation of research results and also has the potential to cultivate students' research abilities. Because, when some students with rich personalities gather together, due to their different starting points, different perspectives of observing problems, different research methods, and different levels of analyzing problems, various viewpoints and solutions to problems will arise. Through comparison, contrast, and discussion, you will intentionally or unintentionally learn the other person's way of thinking about problems, thereby subtly improving your own thinking ability.

Question 4: How to develop children’s imagination and creativity? I know this

Question 5: How to develop students’ imagination. How to develop students’ imagination

I am often troubled by the lack of imagination in children’s paintings. After the class, the children Often influenced by model paintings or works in textbooks, they directly plagiarize or make slight changes, and their own ideas are basically not reflected. The teacher constantly encouraged me to "draw boldly!" but it didn't have much effect. If you don't show them model paintings, they won't know how to draw without the reference of excellent works. How to develop children's imagination in art class? I learned some contents through study:

1. Stimulate imagination through appreciation of works

Appreciating fine works of art is a good way to stimulate students' imagination. In the appreciation class, teachers can combine work analysis, create scenarios, establish positive interactions between teachers and students, fully mobilize the enthusiasm and initiative of students' imagination, guide them to generate rich images in their minds, and make them have a close relationship with the author. *Ming, effectively exercise students' imagination. In appreciation classes, teachers should pay more attention to using students' own works to develop their imagination. Students are required to complete some homework in each class, and appreciate and evaluate the good works at any time, organically combining the author's self-evaluation, classmates' mutual evaluation and teacher's comments. Generally, the author is first asked to talk about his own creative feelings, how he uses his imagination and conception, why he performs this way, and what kind of artistic effect he wants to achieve; then the students are asked to brainstorm and talk about how they can draw. How to express it, imagine how to draw better; finally, the teacher’s summary. In this kind of work appreciation, students can easily put themselves in others' shoes and learn from others' experiences and lessons in imagining and creating, and gain a lot.

2. Create teaching situations to inspire students’ imagination.

Calvert said, "There is no better teacher in the world than nature. It can teach people endless knowledge." In daily classroom teaching, combine the knowledge learned with Play corresponding music to give students a sense of beauty, making children fascinated and feel the charm of the works. Walk into the artistic conception of the work in the sound of music, deeply understand the connotation of the work, and achieve a perfect resonance with the artistic conception expressed in the work.

3. Train imagination through painting creation

British painter Reynolds said: "I think art is only related to two functions of the mind, namely imagination and perception." . The spiritual world of children is far richer than we imagine. They often use imagination instead of thinking, intertwining fantasy with reality. Although children have fewer rumors and experiences than adults, children can imagine a vast world. We must take extra care of the imagination shown by primary school students in their paintings and develop and cultivate it in a timely manner.

In teaching, we should not unrealistically require primary school students to pay attention to the accuracy and authenticity of figures and animal shapes. As long as they reflect large relationships in structural proportions and the perspective performance roughly reflects spatial relationships. What we should pay attention to is the expressiveness of plot and the evolution of emotions shown by primary school students in their creations, as well as their original sensibility for objects. Only these elements are the key to marking students' imagination ability.

4. Get out of the classroom and appreciate nature.

Taking art classes out of the classroom more often can reduce students’ sense of restraint and create a fresh and free learning atmosphere. Going out of the classroom allows students to directly observe the changes and laws of things in nature. Through the observation and accumulation of life, they can obtain first-hand information, so as to give wings to imagination and achieve the purpose of discovering beauty, recognizing beauty, and creating beauty.

These methods have actually been used in previous teaching, but they are still not reasonable enough, so they do not have very good results. I hope that resources can be used rationally in future teaching to allow children to learn more in art classes. Enjoy the magic of your imagination.

Question 6: How to develop a child’s imaginative ability? When seeing, hearing or coming into contact with a thing or thing, we should try our best to give them new properties and get rid of the old ones. Method constraints, the use of new ideas, new methods, and new conclusions reflect originality. If students are trained according to this idea, they can often get the best results.

Question 7: How to develop children’s imagination ability. Because children’s imagination is generally based on unconscious imagination, which is simple and not affected by any external factors, teachers and parents can guide children’s imagination through teaching. The development of children, such as art teaching, allows children to think boldly and draw arbitrarily without giving them any restrictions.

Question 8: How to develop children’s imagination in daily teaching activities How to develop children’s imagination in daily teaching activities

Early childhood is the period when imagination is most developed. In this stage, relying on their immature understanding of things, they often have "whimsy" and their imaginations are extremely active. So, how should we cultivate children's imagination, and what should we do to spread the wings of children's imagination?

First of all, we must discover children's unintentional imagination and cultivate their intentional imagination. Secondly, we must enrich children's perceptual experience so that they can obtain some "raw materials" for imagination. Once again, we must understand and encourage young children to imagine boldly, and at the same time provide correct guidance. In teaching activities, we grasp the characteristics of children's imagination, adopt a variety of teaching methods to cultivate children's imagination, and make it gradually mature and perfect.

1. Discover children’s unintentional imagination during activities and cultivate their intentional imagination

Children’s imagination is basically unintentional. Their imaginations have no obvious purpose and the themes are unstable. They are produced by the direct influence of external things. Strictly speaking, it is an association, which is associated with related images from perceived associations. It is influenced by certain emotions and interests, and it is on this basis that intentional imagination is formed. To cultivate children's intentional imagination, we must first start with children's unintentional imagination. For example: On a sunny day, the teacher and the children went for a walk on the playground together. When the children looked up and saw the sky, the broad field of view brought happy emotions to the children. At this time. The children made some comments based on their feelings. This is the unintentional imagination of young children. Teachers grasp this sense of imagination, inspire, and encourage children to observe carefully and use visual feelings to imagine boldly. After observing, the children said: "The sky is like a piece of blue cloth," "There are many big sheep in the sky," "There are many white horses running in the sky," etc. The children argued during the observation. Imagine. The teacher timely added in the children's imagination and pushed it to the extreme, and inspired the children to actively imagine from the outside to the inside, from simple to complex. The children's imagination has been deepened, and their intentional imagination has been further developed during activities and observations.

2. In the activity area, enrich children's perceptual experience, provide them with the "raw materials" for imagination, and develop their creative imagination

Since children's imagination often relies on adults' words The description may change according to the external situation, thus giving rise to reconstructed imagination. Providing "raw materials" for children's imagination in the activity area and providing timely encouragement and guidance are conducive to cultivating children's creative imagination. For example: place some watercolors, brushes and whiteboard paper in the art activity area for children to make watercolor extrusion paintings. Watercolor extrusion painting is a reimagining based on intentional imagination. Draw different colors randomly on a piece of white paper, then squeeze it together with another piece of white paper of the same size, and open it to form a beautiful pattern. Random stippling and extrusion changed the original realm, thus creating the children's imagination of reconstruction. After the children looked at it, some said it was a volcanic eruption, some said it was a primeval forest, some said it was the moon, and some said it was the sea. . Some children actually associated it with fairy tales and vividly told the story "The Tortoise and the Hare".

3. In centralized education, children are encouraged to reimagine and develop into creative imagination.

With the enrichment of children’s knowledge and experience and the improvement of their ability to abstract and generalize, they are no longer Satisfied with recreating imagination, some creative factors gradually appeared in their imagination. They began to imagine independently, grasping the characteristics of children's imagination to encourage children's creative imagination. Cultivate children's imagination ability. For example: in language teaching, training is often conducted in the form of continued stories. When the story is told to the most touching point, let the children continue to write it. At this time, there will be many unexpected endings. This is the creative imagination of children.

4. Use games to develop and improve children's imagination

Games are an important part of children's activities, and games are a special combination of imagination and reality. In the game, children play various characters, develop game plots, and use toys or game materials to replace real objects, so that their imaginations are gradually developed and improved in interesting games. After several years of teaching practice, children's imagination ability has developed to a certain extent both in teaching activities and in daily life. They moved from unintentional imagination to intentional imagination. On the basis of intentional imagination, they developed reimagining and gradually moved towards creative imagination. Gradually they not only want to do it but also do it. They do it without restraint and create imaginary results. Thus satisfying their curiosity and concurrently...gt;gt;